8.8 We recognise the valuable contribution to raising awareness and standards made by establishing and working towards the National Education and Training Targets. We welcome the proposal to review them. There are a number of facets of the existing targets which now need addressing. Progress towards certain of the targets has been unsatisfactory and the reasons for this should be ascertained and corrective action taken. The present method of measuring progress does not adequately capture partial completion of NVQs or elements of them, and this should be considered in the review.
8.9 Some forms of learning are not reflected in the targets at all, particularly where learning and qualifications do not relate strictly to the framework of academic or vocational attainment, as for example where Open College qualifications are concerned. None of the targets is yet geared to measuring progress in widening participation, especially amongst designated under-represented groups. Finally, some of the existing categories, for example organisational size, should be revisited in the light of the emerging national picture of companies' employment profiles, especially the growing importance of smaller enterprises as a source of work.
8.10 Government will need to take the lead in setting out new targets and objectives, with appropriate milestones and mechanisms to review progress, making sure that suitable provision is made for recognising non-vocational achievement and elements towards NVQs and GNVQ qualifications. Government should also draw other key partners into this process of establishing appropriate new targets.
8.11 We welcome the initiative to review the National Educational and Training Targets. In our view, the review should include an examination of measures to make them more inclusive, supporting a wider range of learning, in line with the vision and principles we propose should be set out by Government. Within a new framework of national targets, appropriate regional, sectoral, business and community targets for lifelong learning should also be developed. Such targets should include the audit and measurement of increased participation by different social groups, especially those traditionally underrepresented in further, adult, and higher education.
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